<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0102-5473</journal-id>
<journal-title><![CDATA[Perspectiva]]></journal-title>
<abbrev-journal-title><![CDATA[Perspectiva]]></abbrev-journal-title>
<issn>0102-5473</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Catarina]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-54732012000100016</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Educação e implosão social]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Petitat]]></surname>
<given-names><![CDATA[André]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A16">
<institution><![CDATA[,Universidade de Lausanne  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Suíça</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2012</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2012</year>
</pub-date>
<volume>30</volume>
<numero>01</numero>
<fpage>333</fpage>
<lpage>347</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-54732012000100016&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-54732012000100016&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-54732012000100016&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[As espetaculares implosões conhecidas por diversos países interrogam o sociólogo e particularmente aqueles que percebem a educação como encarnação de esquemas de ação. Por que essas vertiginosas faltas de eficácia dos hábitos duravelmente inculcados? Ao lado da resposta classicamente procurada nas evoluções mais ou menos contingentes, este artigo sugere a existência de mecanismos inerentes aos processos de socialização, alimentando essas brutais evoluções. Em primeiro lugar, a socialização se apresenta como uma inserção em categorias heterogêneas em interação dinâmica, o que permite pensar sua dependência em relação às influências categoriais, às tensões e aos conflitos. Em segundo lugar, a interioridade implica um espaço de jogo ou espaço de reversibilidade, onde cada ator pode virtualmente esconder, mostrar, simular e transgredir as normas de ação das categorias de inserção, enfim, reservar-se à liberdade de desvios abruptos nas suas adesões.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The spectacular implosions experienced by various countries raise questions for sociologists, particularly those who see education as the embodiment of schemes for action. Why have habits that were inculcated through much struggle been severely ineffective? Along with the response classically sought in the more or less contingent developments, this article suggests that there are mechanisms inherent to socialization processes that feed these brutal evolutions. First, socialization is presented as insertion in heterogeneous categories in dynamic interaction, which allow analyzing their dependence on influential categories, tensions and conflicts. Second, interiority implies a space of interplay or a space of reversibility, where each actor can virtually hide, display, simulate and transgress the norms of action of categories for insertion, that is maintain the liberty of the abrupt deviations in their adhesions.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Les spectaculaires implosions connues par divers pays interrogent le sociologue et particulièrement ceux qui perçoivent l’éducation comme incarnation de schèmes d’action. Pourquoi ces vertigineux manques d’efficace d’habitus durablement inculqués? A côté de la réponse classiquement recherchée dans les glissements historiques plus ou moins contingents, J’article suggère «existence de mécanismes inhérents aux processus de socialisation et alimentant ces brutales évolutions. En premier lieu, fa socialisation se présente comme une insertion dans des catégories hétérogènes en interation dynamique, ce qui permet de penser sa dépendance envers les mouvances catégorielles, les tensions et les conflits. En second lieu, l’intériorité implique un espace de jeu ou espace de réversibilité, chaque acteur pouvant virtuellement cacher, montrer, simuler et transgresser les normes d’action des catégories d’insertion, bref, se réserver la liberté de brusques rocades dans ses adhésions.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Socialização]]></kwd>
<kwd lng="pt"><![CDATA[Modelo de Educação]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Socialization]]></kwd>
<kwd lng="en"><![CDATA[Education Model]]></kwd>
<kwd lng="fr"><![CDATA[Éducation]]></kwd>
<kwd lng="fr"><![CDATA[Socialisation]]></kwd>
<kwd lng="fr"><![CDATA[Modèle D’Éducation]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>Educa&ccedil;&atilde;o e implos&atilde;o social.</h2> <h3>Education and social implosion.</h3> <h3>&Eacute;ducation et implosion sociale.</h3>     <p>&nbsp;</p> <h4>Andr&eacute; Petitat    <br> </h4> </font>      ]]></body><back>
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